Assignment # 7: Read the Book MI in the Elementary Classroom. Pick two activities from the back of the chapters. Implement two of these ideas into your class. Write a report of 250 (+-) words describing your activity. Be sure to tell me. a. The age of the students and grade level b. The Subject you teach c. How you implemented the activity d. How the children responded e. Will you do this again? f. What will you do differently.
Activity 1 I teach Spanish 40 minutes everyday. As I mentioned before I have students from first grade to fifth grade. I chose to work with my third grade class. There are 22 students; 6 girls and 16 boys. They are around 9 years old. The activity I chose to work with them is the Exploration Activity called The Autobiography Cube. I have been having a hard time getting to know my third grade students well, to know their own interests and strengths. Even though I have been observing them and taking notes in my anecdotal records, I wanted to get to know more about their MI, so I could be more familiarized with their abilities, what engages them, their challenges and how they learn best. I also thought this will be a great activity for them to self-reflect and get to learn about their likes, dislikes and to share information with their peers. We started the activity sitting in a circle and having a class discussion about things they are good at, about people that are important to them, about activities they like, and we also brainstorm some words that might be useful to describe their ideas. After, I presented them the activity to do (all the different resources they can use), and I proceeded by giving them the construction paper and having them folded it by following the instructions (I modeled it for them first). Then, students were allowed to find a place in the room where they can work on their cube and to choose the materials they wanted to use. I decided to differentiate the resources and the learning environment based on Tomlinson suggestion. When they were done with the cutting, drawing, pasting, writing, I helped them to build the cube. Based on what I learned in class, I gave my students different and interesting choices. All the students enjoyed the activity. They were really engaged; they liked the idea of having the opportunity to work on their cubes using their own creativity. As we learned from Susan Baum, when students are engaged (learning is relevant for them, they have ownership and passion for it) they learn best. I have noticed that some of my students used the drawing and pasting pictures together while few decided only to draw. A small group of my students (the artistic ones) spent much more time looking for the right picture to glue and also they took more time on details. At the end of the activity they all wanted to share their cubes, they felt more confident and proud of themselves. I would definitely do this activity again, but as I have only 40 minutes of class I will have the construction paper with marked lines already for them to fold, because it was hard for them to do so and it took a lot of time. I think this activity is great for the beginning of the year as well. It would provide with a lot of information to get to know the students and I would be able to prepare more activities based on their strengths. Applying this activity twice in the year would also give the students a chance to reflect on some differences their cubes might have.
Activity 2 I implemented another Exploration Activity called the Storyboarding: The Real Story of Humpty Dumpty but I used the Spanish version. I thought this activity will be great for my second graders and it went very well. I have 16 students; 6 girls and 10 boys. They are 7 years old. As in Spanish language we are working on writing creative stories I thought that applying the storyboard activity will guide them step by step on how to write a story and also will help me understand the way they perceive things. It was interesting to see how the stories had a beginning, middle and end. We talked about how filmmakers use storyboards to organize their frames and that they will use this strategy to plan their creative story. I told them that they were going to draw 6 frames and they will decide the details of the story. Then they learned about the camera shots and I showed them a video in YouTube about how different camera shots are used. They experiment the different shots by using a paper camera. After, I gave them the paper and they folded it into sixths. Then, I taught them the Humpty Dumpty rhyme in Spanish and we brainstorm ideas about possible settings, character’s feelings, problems, solutions and how to incorporate the camera shots. They started drawing the setting using a camera shot (frame 1) and they continued drawing the other frames. When they were finished with the frames, I gave them time to “Turn and Talk” and share their stories. The following day they started writing their stories. Again all of my students loved this activity, especially when they tried the different camera shots. They had a very nice experience using their cameras, it was easy for them to learn about the variety of camera shots and how to apply them. As Judy Willis states, when students are engaged and motivated and feel minimal stress, information flows freely through the affective filter in the amygdala and they achieve higher levels of cognition, make connections, and experience "aha" moments. Some of the students were very motivated on drawing their pictures and others were very excited about writing their stories. Most of them wrote very creative stories using different settings and they also drew their own Humpty Dumpty. During this activity students were using, according to Gardner`s theory, different intelligences. They were using the mathematical logical, the intrapersonal, the spatial and the linguistic intelligence. What I would try doing next time is asking them to make a movie and I will focus on the narration of the story which is a good practice for their oral language.
Assignment # 6 : Post a copy of your Think Tac Toe using a 3 X 3 table that is color coded. Black for Basic, Blue for mid range, Red for higher level thinking. Be sure to use Bloom’s Taxonomy to develop your TTT.
Dibuja y colorea tu juguete preferido. Recuerda incluir muchos detalles y todas sus partes.
Explica en forma oral un juego antiguo que conozcas.
Escoge un juguete antiguo y dibújalo. En la misma hoja dibuja cómo es ahora.
Cuéntanos la historia acerca de un juguete que te hayan regalado.
Piensa en momentos que debes ser solidario. Escribe seis juguetes que regalarías a otros niños y explica por qué.
Escribe una lista de quince juguetes que te gustan a ti y a tus amigos.
Escribe una oración acerca de tu juguete favorito (color, tamaño, qué es, por qué te gusta, para qué sirve)
Arma con material reciclable un juguete.
Dibuja o escribe tres partes o cosas que NO debe tener un juguete para que sea seguro y tres partes o cosas que SÍ puede tener para ser seguro.
Assignment # 5: Comment on possible advantages of having AlphaBet Syndrome. Why might nature have done this? Is there any genetic advantage to any of these special populations. Why do you think nature or evolution programmed some people to be different?
I am not sure whether it is only nature or only evolution what programmed humans to be different. The world is changing constantly and we are part of these changes. We are affected and we will continue to be affected by the environment and we are always in the process of adapting to it. And because we react, respond in a different way, these adaptations could be why people have special needs. I think that these conditions on individuals had existed before but they were not identified within a specific name. Nowadays we are more expose to different stimuli, there are more humans diagnosed with special needs but if we focus on their strengths, talents, on what they are able to do, they will succeed.
Assignment # 4: Cut and paste the Learning Matrix activity from page 3 on to your page and tell me which Special population you worked on.
I worked on Aspergers population.
Group Members
Special Population
Brief Description of Population
Learning Challenges
Learning Tips in Content, process, products or environment
Mariella, Fiorella, Joe, Rita V.
High Functioning Autistic,
Aspergers
Students that focus on a single interest
If not treated on time the disease degenerates
Students maybe a handful at home and disruptive at school but have high intellectual abilities
Is usually represented as endless body rocking and arm flopping
Excessive sensory stimulation can be overwhelming for them
Concrete thinkers
Struggle with abstract thinking
Hard to deal with too much stimulus (noisy environments)
Use literal meanings
Avoid too much sensory stimulus
Keep a schedule routine
Written plan of classroom plans and responsibilities
Create a safe, happy and positive environment
Learn about child´s issues and interests.
Be kind but firm.
· Identify student´s individual needs in specific situations such as play areas. For instance which type of textures stimulate/irritate students · They must have a written behavior plan · Visual support · Include parents
Assignment # 3:Tell me on your wiki page the name of the cartoon on the Cartoon Assignment on Page 2 that you worked on.
Name: Cuidemos el agua
By Maria Angela Novoa, Mariella Valdez and Fiorella del Aguila
We support in Spanish a PYP UNIT about water for third graders.
Assignment # 2: Write one short reflection. (less than 250 words) Tell us one new thing that you learned about Multiple Intelligence / Learning Styles or differentiation.
What I have learned today about Multiple Intelligences is that they are determine by:
1. Always are present in the brain
2. Value in one or more cultures
3. Have its own unique symbol system
4. Must have a brain area dedicated to them
As a teacher I think I have to be aware of these multiple intelligences and that individuals learn in a different ways, they have different learning styles. I have learned that it is important to plan differentiated lessons and that I need to have lots of strategies and resources to make this happen. In order to make this possible I have learned in class that I must know my students well and the curriculum I am going to teach.
Assignment # 1: Tell everyone your name, what you teach, the grade level and 3 things you would like to share with the class.
My name is Fiorella del Aguila. I teach Spanish in 1st grade through 4th grade and Spanish as an Additional Language in 5th grade.
I have two children, Santiago is 9 and Joaquin is 6.
I love to play sports. I like to play volleyball, basketball, soccer and I like to do water skiing.
My favorite food is pasta.
a. The age of the students and grade level
b. The Subject you teach
c. How you implemented the activity
d. How the children responded
e. Will you do this again?
f. What will you do differently.
Activity 1
I teach Spanish 40 minutes everyday. As I mentioned before I have students from first grade to fifth grade. I chose to work with my third grade class. There are 22 students; 6 girls and 16 boys. They are around 9 years old. The activity I chose to work with them is the Exploration Activity called The Autobiography Cube. I have been having a hard time getting to know my third grade students well, to know their own interests and strengths. Even though I have been observing them and taking notes in my anecdotal records, I wanted to get to know more about their MI, so I could be more familiarized with their abilities, what engages them, their challenges and how they learn best. I also thought this will be a great activity for them to self-reflect and get to learn about their likes, dislikes and to share information with their peers.
We started the activity sitting in a circle and having a class discussion about things they are good at, about people that are important to them, about activities they like, and we also brainstorm some words that might be useful to describe their ideas. After, I presented them the activity to do (all the different resources they can use), and I proceeded by giving them the construction paper and having them folded it by following the instructions (I modeled it for them first). Then, students were allowed to find a place in the room where they can work on their cube and to choose the materials they wanted to use. I decided to differentiate the resources and the learning environment based on Tomlinson suggestion. When they were done with the cutting, drawing, pasting, writing, I helped them to build the cube. Based on what I learned in class, I gave my students different and interesting choices.
All the students enjoyed the activity. They were really engaged; they liked the idea of having the opportunity to work on their cubes using their own creativity. As we learned from Susan Baum, when students are engaged (learning is relevant for them, they have ownership and passion for it) they learn best. I have noticed that some of my students used the drawing and pasting pictures together while few decided only to draw. A small group of my students (the artistic ones) spent much more time looking for the right picture to glue and also they took more time on details.
At the end of the activity they all wanted to share their cubes, they felt more confident and proud of themselves. I would definitely do this activity again, but as I have only 40 minutes of class I will have the construction paper with marked lines already for them to fold, because it was hard for them to do so and it took a lot of time. I think this activity is great for the beginning of the year as well. It would provide with a lot of information to get to know the students and I would be able to prepare more activities based on their strengths. Applying this activity twice in the year would also give the students a chance to reflect on some differences their cubes might have.
Activity 2
I implemented another Exploration Activity called the Storyboarding: The Real Story of Humpty Dumpty but I used the Spanish version. I thought this activity will be great for my second graders and it went very well. I have 16 students; 6 girls and 10 boys. They are 7 years old. As in Spanish language we are working on writing creative stories I thought that applying the storyboard activity will guide them step by step on how to write a story and also will help me understand the way they perceive things. It was interesting to see how the stories had a beginning, middle and end.
We talked about how filmmakers use storyboards to organize their frames and that they will use this strategy to plan their creative story. I told them that they were going to draw 6 frames and they will decide the details of the story. Then they learned about the camera shots and I showed them a video in YouTube about how different camera shots are used. They experiment the different shots by using a paper camera. After, I gave them the paper and they folded it into sixths. Then, I taught them the Humpty Dumpty rhyme in Spanish and we brainstorm ideas about possible settings, character’s feelings, problems, solutions and how to incorporate the camera shots. They started drawing the setting using a camera shot (frame 1) and they continued drawing the other frames. When they were finished with the frames, I gave them time to “Turn and Talk” and share their stories. The following day they started writing their stories.
Again all of my students loved this activity, especially when they tried the different camera shots. They had a very nice experience using their cameras, it was easy for them to learn about the variety of camera shots and how to apply them. As Judy Willis states, when students are engaged and motivated and feel minimal stress, information flows freely through the affective filter in the amygdala and they achieve higher levels of cognition, make connections, and experience "aha" moments.
Some of the students were very motivated on drawing their pictures and others were very excited about writing their stories. Most of them wrote very creative stories using different settings and they also drew their own Humpty Dumpty. During this activity students were using, according to Gardner`s theory, different intelligences. They were using the mathematical logical, the intrapersonal, the spatial and the linguistic intelligence.
What I would try doing next time is asking them to make a movie and I will focus on the narration of the story which is a good practice for their oral language.
Assignment # 6 : Post a copy of your Think Tac Toe using a 3 X 3 table that is color coded. Black for Basic, Blue for mid range, Red for higher level thinking. Be sure to use Bloom’s Taxonomy to develop your TTT.
Recuerda incluir muchos detalles y todas sus partes.
En la misma hoja dibuja cómo es ahora.
Assignment # 5: Comment on possible advantages of having AlphaBet Syndrome. Why might nature have done this? Is there any genetic advantage to any of these special populations.
Why do you think nature or evolution programmed some people to be different?
I am not sure whether it is only nature or only evolution what programmed humans to be different. The world is changing constantly and we are part of these changes. We are affected and we will continue to be affected by the environment and we are always in the process of adapting to it. And because we react, respond in a different way, these adaptations could be why people have special needs. I think that these conditions on individuals had existed before but they were not identified within a specific name. Nowadays we are more expose to different stimuli, there are more humans diagnosed with special needs but if we focus on their strengths, talents, on what they are able to do, they will succeed.
Assignment # 4: Cut and paste the Learning Matrix activity from page 3 on to your page and tell me which Special population you worked on.
I worked on Aspergers population.
Aspergers
- Use literal meanings
- Avoid too much sensory stimulus
- Keep a schedule routine
- Written plan of classroom plans and responsibilities
- Create a safe, happy and positive environment
- Learn about child´s issues and interests.
- Be kind but firm.
· Identify student´s individual needs in specific situations such as play areas. For instance which type of textures stimulate/irritate students· They must have a written behavior plan
· Visual support
· Include parents
Assignment # 3:Tell me on your wiki page the name of the cartoon on the Cartoon Assignment on Page 2 that you worked on.
Name: Cuidemos el agua
By Maria Angela Novoa, Mariella Valdez and Fiorella del Aguila
We support in Spanish a PYP UNIT about water for third graders.
Assignment # 2: Write one short reflection. (less than 250 words) Tell us one new thing that you learned about Multiple Intelligence / Learning Styles or differentiation.
What I have learned today about Multiple Intelligences is that they are determine by:
1. Always are present in the brain
2. Value in one or more cultures
3. Have its own unique symbol system
4. Must have a brain area dedicated to them
As a teacher I think I have to be aware of these multiple intelligences and that individuals learn in a different ways, they have different learning styles. I have learned that it is important to plan differentiated lessons and that I need to have lots of strategies and resources to make this happen. In order to make this possible I have learned in class that I must know my students well and the curriculum I am going to teach.
Assignment # 1: Tell everyone your name, what you teach, the grade level and 3 things you would like to share with the class.
My name is Fiorella del Aguila. I teach Spanish in 1st grade through 4th grade and Spanish as an Additional Language in 5th grade.
I have two children, Santiago is 9 and Joaquin is 6.
I love to play sports. I like to play volleyball, basketball, soccer and I like to do water skiing.
My favorite food is pasta.